Certified Behavior Analyst

Job Description REDWOOD CITY SCHOOL DISTRICT Coordinator of Special Education Programs RCSD takes pride in our dedicated workforce and strong connection with our students, families, and community. Our highly dedicated and skilled team of professionals provides a safe and supportive, inspirational and rigorous, joyful and inclusive environment for all learners. We are looking to build our workforce with a staff who share this vision and want to instill passion in learning emphasizing student strengths and gifts for all learners: all abilities, all ethnicities and cultural identities, LGBTQ+ youth, and multilingual learners. DEFINITION: Under the general supervision of the Director of Special Education, provides consultation services and direct instructional and behavioral services to support students with severe disabilities including autism spectrum disorders and emotional disturbances. The Behavior Analyst provides support and training to school site administrators, staff, and parents/guardians in appropriate behavior assessment, behavioral intervention techniques, and the development and execution of behavioral intervention plans. ESSENTIAL DUTIES Develops and prepares ongoing support and training in current evidence-based practices of applied behavior analysis including discrete trial training, establishing classroom schedules, overall classroom management, and the implementation of specific instructional and behavior strategies in the student's natural environment. Assists with the planning and oversight of the development and implementation of programs, policies, and best practices related to instruction using the principals of Applied Behavior Analysis (ABA) for students with autism. Assists with the planning and oversight of the development and implementation of programs, policies, and best practices relative to the management of students’ behavior, including students with emotional disturbance (ED). Works with district and special education staff in developing data collection systems, monitoring data collection, and analyzing data to ensure the effectiveness of interventions and instructional strategies. Consults with Special Education staff and partners for the purpose of developing interim intervention and transition plans for students moving between learning environments. Develops materials, provides resources, and delivers professional learning to administrators, certificated teachers, para‑professionals, and parents/guardians in Applied Behavior Analysis (ABA), Crisis Prevention Intervention (CPI), and other evidence‑based methodologies related to serving the needs of students with behavior difficulties. Conducts behavioral and functional assessments, including Functional Behavioral Assessments (FBA), and develops Behavior Intervention Plans (BIP) that conform to IDEA and California Education Code. Plans and oversees the development and implementation of programs, policies, and best practices related to instruction using the principles of ABA for students with autism and other disabilities. Assists District staff with development and implementation of behavior plans, ABA programs and other appropriate programs for students with autism and/or other disabilities that present behavior or learning challenges. In collaboration with the Special Education teacher, develops effective behavioral intervention plans including behavioral goals focusing on stabilizing the student in his/her current setting. Consults with staff concerning appropriate learning strategies and positive behavior interventions to support a student’s access to instruction and to make academic progress in the least restrictive environment. Contacts parents to discuss behavior events and to obtain signed behavior related forms. Presents comprehensive reports about assessment results at Individualized Education Program (IEP) team meetings. Makes recommendations to the IEP team based on the findings of each assessment and specific to the identified disability as it relates to classroom performance and access to the core curriculum. Participates in the development and maintenance of ongoing relationships with other agencies serving students with disabilities. Performs related duties as assigned. QUALIFICATIONS The requirements listed below are representative of the knowledge, skills, and/or abilities required. KNOWLEDGE OF: Research, data collection, and evaluation methods and procedures Staff development programs and techniques Applicable laws, codes, regulations, policies, and best practices governing students with disabilities in a K–8 public school setting District curriculum and state curriculum standards Interpersonal communication, consultation, and group leadership skills necessary to work effectively with students, parents, teachers, and administrators ABILITY TO: Plan, supervise, organize, schedule, and problem solve. Prioritize and schedule work. Maintain current knowledge of program rules, regulations, requirements, and restrictions. Establish and maintain cooperative and effective working relationships with others. Collect and analyze data to prepare a variety of reports. Effectively communicate assessment results both orally and in writing. Communicate effectively in oral and written form. Use technology effectively for work completion, communication, and presentations. PHYSICAL REQUIREMENTS Working Conditions & Physical Demands: Indoor and outdoor work environments with some exposure to weather. Dexterity of hands and fingers to operate equipment. Bending at the waist, kneeling, crouching, or reaching above the head to store or retrieve materials. Hearing and speaking to exchange information. Seeing to perform work and read printed materials. Lifting to 25 pounds. Potential exposure to students displaying physically aggressive, self‑abusive or socially undesirable behavior. Driving a vehicle to conduct work at various district locations or student homes. OTHER REQUIREMENTS Possession of a valid California driver's license and be able to provide own transportation in conduct of work assignments (mileage reimbursed); willingness to travel as needed. An Equal Opportunity Employer The Redwood City School District (RCSD) is an equal‑opportunity employer that is committed to diversity and inclusion in the workplace. We prohibit discrimination and harassment of any kind based on race, color, sex, religion, sexual orientation, national origin, disability, genetic information, pregnancy, or any other protected characteristic as outlined by federal, state, or local laws. This policy applies to all employment practices within our organization, including hiring, recruiting, promotion, termination, layoff, recall, leave of absence, compensation, benefits, training, and apprenticeship. RCSD makes hiring decisions based solely on qualifications, merit, and business needs at the time. The Redwood City School District seeks to employ individuals who represent the rich diversity of cultures, language groups, and abilities of its surrounding communities. #J-18808-Ljbffr